Cultura ribeirinha na Amazônia amapaense e escolarização: abordagens sobre os saberes locais e as práticas pedagógicas em uma escola na ilha de Santana-AP

Abstract

The Amazon has a great diversity of traditional population groups, formed from various processes of colonization and miscegenation, which resulted in the inheritance of different sociocultural manifestations expressed in the daily life of the Amazon population. For this reason, the theme is “Local knowledge and schooling”. The research was carried out in the Ilha de Santana District, AP, linked to the municipality of Santana, state of Amapá, which is part of the Amazon and is located on the banks of the Amazon River. It is characterized as a rural and riverside area very common in the Amazon Region and has local knowledge that is intergenerational and needs to be preserved. The aforementioned island is also recognized as rural by the Ministry of Education (MEC), whose schooling must consider this specificity. Rural schooling is provided for in the National Education Guidelines and Bases Law (LDBN) No. 9,394/1996, and, in accordance with this educational policy, there must be harmony between local knowledge and the contents provided for in the official curriculum. On that Island, there are four schools, including the one that was the locus of the research. The provisions of art. 28 of the LDB and the characteristics of Ilha de Santana, raised the following research problem: How is local knowledge along the Amazon riverside addressed in the pedagogical practices of teachers, in the schooling process on Ilha de Santana, AP? In this sense, the general objective was to analyze how local Amazonian riverside knowledge is approached in the pedagogical practices of teachers, in the schooling process on Ilha de Santana, AP. The specific objectives are: a) Identify local Amazon riverside knowledge, constituted in the sociocultural context of the Ilha de Santana, AP community, which are markers of local experience; b) Investigate the curricular contents applied in the pedagogical practices of Elementary School II teachers; c) Compare the content applied in teachers’ pedagogical practices with local knowledge. In the methodological path, we chose to use the Hermeneutic method (Gadamer, 2002), with a qualitative approach (Minayo, 1993), the type of research was a case study (Yin, 2005). As instruments for data collection, semi-structured interviews (Manzini, 2004) were carried out with 10 teachers, participant observation (Laville; Dionne, 1999) in the community and at the school where the research was carried out, testimonies (Gatti, 2010) with people from the community and photographic records (Bogdan; Biklen, 1994), both on Ilha de Santana and at the research locus. The locus of the research was the Osvaldina Ferreira da Silva State School. The teachers are those who carry out their pedagogical activities in Elementary School II and who have worked at the school for more than eight years. The data was organized and analyzed with the support of Content Analysis techniques (Bardin, 2016). Among the main results, the research revealed that teachers are aware of the importance of integrating, in their pedagogical practices, content associated with the reality of their students, but they still face some challenges in acting in tune with the reality of schools located in riverside communitieslike Ilha de Santana.